Teaching teachers how to read visually. Burns, M. Sr. Tech. Specialist
How can teachers learn to read images and then teach their students?
Qualitative Case Study/personal experience. Overview of Burn’s methods of teaching VL to teachers.
Narratives, examined case studies, existing data
Observation, discussions, lessons taught by author.
Assessed products created by teachers in author’s class. Discussions.
Burns, M. (2006). A Thousand Words: Promoting Teachers’ Visual Literacy Skills. MultiMedia & Internet Schools, 13(1), 16-20. Retrieved from Ebsco host.
3
Using Visual Literacy to Help Adolescents Understand How Images Influence their Lives
Teaching students to think critically about images. Zambo, Debby Asst.Prof., Educ. Ariz. State Univ.
How can teachers use VL to help students think critically about what they see and how they are influenced by images?.
Qualitative Case studies, Phenomenology Zambo relates strategies for teaching adol. VL and how to view images critically.
Narratives, Existing data
Case Studies and Observations, Discussions, Reflection Assessment tool.
Compiled data from assessment tool used during observation, Research from existing data.
Zambo, D. (2009). Using Visual Literacy to Help Adolescents Understand How Images Influence Their Lives. Teaching Exceptional Children41(6) 60-67. Retrieved from EBSCO database.
4
Making Sense of pictures: a beginner’s guide to teaching visual images.
Provides background of studying images and how Eng. teachers can teach Students to read images critically. Millum, Trevor UK Teacher, Speaker, Writer, Poet
Why is it important for English teachers to instruct students to study images and what are some methods of doing so?
Qualitative Case studies, Personal experiences. Millum presents info about VL, and examples of how to achieve incorporating VL into lessons.
Narratives, Existing research Classroom experience
Observations of student interactions with lessons. Analyses from examples and relationships from data.
Observations. Reflection from existing data and images. Classroom strategies and lessons.
Millum, T. (2009) Making sense of pictures: a beginner’s guide to teaching visual images. English Drama Media 14, 37-42.
5
Visual Literacy: The Missing Piece of Your Technology Integration Course.
Reports research results for teaching students integral VL skills and recommendations for tech. integration. Sosa, Teri IT Instructor, St. Joseph’s Univ.
Why is VL needed to enhance student’s tech. integration experience?
Qualitative, Action research, Personal experience from her own lesson designs. Grounded Theory
Narratives & case studies Interviews Classroom experience & lessons
Search for relationships from data. Formed lesson principles from student experiences & research.
Observations & reflections of her instructional design. Student feedback & evaluation of their products.
Sosa, T. (2009). Visual Literacy: The Missing Piece of Your Technology Integration Course. Tech Trends, 53(2). 55-58. Retrieved from EBSCO database.
6
Media/Visual Literacy Art Education: Cigarette Ad Deconstruction
Using a socially meaningful project (cigarette ads), students learn the importance of VL skills. Activist art. Chung, Sheng K. Asst. Prof. of Art Ed. Univ. of Houston
How can students acquire VL skills to address the messages in advertising?
Qualitative research. Action plan. Case study generated with data from classes and research.
Research from tobacco companies, advertising techniques, case studies. Profiles from stuents.
Researched relationships between data. Analysis of data. Observations and interviews.
Observations & reflections of data gathered. Student feedback & interviews. Student products in workshop.
Chung, S.K. (2005). Media/Visual Literacy Art Education: Cigarette Ad Deconstruction. Art Education. 58(3). 19-25. Retrieved from ProQuest database.
7.
The Full Circling Process: Leaping into the Ethics of History using Critical Visual Literacy and Arts-based Activitism
Description of a process that teaches students to interact with a subject emotionally and intellectually. Long, Trisha W. Teacher Cleveland State Univ.
How can we better train students to respond to images cognitively and emotionally?
Qualitative research; Grounded theory;
Data showing relationship to subject; Research from lessons Long developed named the ‘full circle process’: looking critically and responding emotionally to images.
Analysis of data and research gathered; Interviews and student responses;
Observations & reflections; Student responses and products in classroom lessons;
Long, T., (2008). The full circling process: Leaping into the ethics of history using critical visual literacy and arts-based activism. Journal of Adolescent & Adult Literacy, 51(60), 498-508. Retrieved from Research Library. (Document ID: 1442013881).
8
Lost Literacy: How Graphic Novels can Recover Visual Literacy in the Classroom
Combining the print and visual literacy in graphic novels results in deeper student understanding of text. Gillenwater, C. Ph.D. student, Educ. UNC, Chapel Hill
How can graphic novels be used in the classroom to deepen reading comprehension?
Qualitative Research Grounded Theory
Searched for relationship between words and pictures; dual coding theory cited.
Data from existing research into visual and textual cognition.
Research of data only; No student observations noted; Reflections re data.
Gillenwater, C., (2009). Lost literacy: how graphic novels can recover visual literacy in the literacy classroom. Afterimage, 37(2), 33-36. Retrieved from Academic Search Complete.
9
Show Me: Principles for Assessing Students’ Visual Literacy
The Show Me framework of teaching VL includes assessment reflecting critical, affective and compositional skills. Callow, J. Teacher, Educ. & Social Work Univ. of Sydney Australia
What strategies can be used to help students develop multi-literacies as they interact with images and print resources?
Qualitative research Grounded Theory that students (elementary) can learn the language of VL and can use it to discuss what they see and have learned.
Interviews; Information from research; Results of using the “Show Me” teaching framework.
Presented narratives from student contact; Searched for connection between data; Interviews with students to gauge their comprehension of the system.
Interaction with students; Observations and reflection; Student responses and products when questioned; Assessment tools created
Callow, J. (2008). Show me: principles for assessing students’ visual literacy. The Reading Teacher, 61 . (8), 616-620, 622-626. Retrieved from Research Library. (Document ID: 1474543421).
10
Double Blending: Online Theory with On-campus Practice in Photography Instruction
Incorporating visual literacy techniques into a photography course Abrahmov, Shlomo Lee Teacher School of Design Holen Institute Israel
What visual literacy skills can be used to improve photography skills?
Qualitative research methods; Case study of new instructional model; Grounded Theory based on efficiency of dual classes and quality of student’s work
Research of online vs on-campus learning models;
Three courses conducted over a year provided the data results of how successful the students were in their comprehension and work.
Abrahmov, S., & Ronen, M. (2008). Double blending: online theory with on-campus practice in photography instruction. Innovations in Education and Teaching International, 45(1), 3-14. Retrieved from Research Library. (Document ID: 1480083451).
11
Devising a Method for Improving Design Educ. Of Digital Visual Skills
Development of a process of using enhanced visual skills with screen-based mediums. Jefferies, Emma Doctoral Student Univ. of Northumbria, UK
Is design education using the best methods of learning to foster students’ visual literacy skills in the digital domain?
Action research: Explorative approach to provide narrative account and grounded theory.
Test activities, Interviews, Open-ended questions
Random sampling Narrative profiles formed from student interactions
Jeffries, E. (2007). Devising a method for improving design education of digital visual skills. Journal of Visual Literacy, (27)1. 123-138.
12
Creating Images to Understand Visual Literacy
Using a photography course to understand VL Palmquist, Nancy HS Media Specialist Crestwood, KY
How do we help our students make sense of all the visual content they see?
Qualitative; Grounded theory developed from her experience developing a photography course.
Narrative profiles from students, interviews, transcripts from notes, products
Observation & reflection; Interaction with students & interviews
Assessed student products and lessons; research from existing data
Palmquist, N. (2008). Creating images to understand visual literacy. Knowledge Quest. 36(3), 20-23.
13
Thinking in Pictures
Using hi and lo tech methods to deepen comprehension of biology students. Flannery, M. C. Prof., Biology St. John’s Univ.
How can instruction for biology students be improved using visual technologies?
Qualitative research; Personal classroom experiences; Data collected
Data collected online, from books, articles and at a conference, Classroom interactions
Categorical and thematic analysis; Observation and reflection
Presented successful strategies used with various technologies.
Flannery, M. (2006). Thinking in pictures. American Biology Teacher. 68(5), 299-303.
14
I See, I Do: Persuasive Messages and Visual Literacy .
Visual elements and methods of critically viewing images. Farmer, L. S. Professor, Cal State Univ. Former Librarian
How can technological visual principles help students become critically viewers and thinkers?
Qualitative research, Narratives
Data collected online, Studied case studies to develop VL theories
Analysis of research, Observation & reflection
Reflecting on the data collected, Farmer presented strategies and principles of VL to incorporate in lessons.
Farmer, L.. (2007). I see, I do, persuasive messages and visual literacy. Multimedia & Internet@Schools. 14(4), 30-33.
15
Seventh Grade Students and the Visual Messages They Love
The role of media for seventh graders and how to critically view images. De Abreu, B. Asst. Prof, PhD student Drexel Univ.
What messages are being conveyed in media and how can students learn to view them as critical consumers.
Qualitative research, Personal exp.
Personal exp. Collaborating with teachers to present lessons
Observation & reflection, analysis of research data
Student products (written & multimedia) supplied data for article.
DeAbreu, B. (2008). Seventh grade students and the visual messages they love. Knowledge Quest. (36)3, 34-39.
Critique A. Similarities The focus of each of these articles is how to best implement the integration of VL into curriculum in order to improve student achievement and their personal lives. Although their definition and focus varied somewhat, the authors were primarily concerned with improving the minds and lives of students through teaching them how to view and produce images. My first and second articles were the only ones that dealt with the theory of VL and why it was so important to use it with our students. Although the definition of VL differs somewhat in its application, the basic definitions are very similar in each article. As I began to narrow my focus for the project, I chose ones that were more useful in nature. Eight of the 15 articles (# 3, 4, 6, 7, 8, 9, 11, 12 and 15) addressed the practical aspect of incorporating VL into a lesson. The authors present their view of the importance of VL by way of the introduction, but then move on to share how they were able create a lesson for doing so. These articles are especially valuable because they come from teachers that are successfully using the methods they are promoting in a classroom setting and are providing important data regarding their implementation. A number of assessment strategies and tools were included also. When my problem statement focused on technology integration as the tool for implementing VL into the curriculum, I searched for articles that included that feature. Two of the ones in the chart (#12, 13) specifically wrote about the use of a technology, but it was alluded to in many of the other articles. All of the articles used qualitative research, with none presenting any mixed or quantitative data. B. Differences There were very little differences in this group of articles. The ones I chose to support my research were geared toward the broad goal of VL instruction and integration in middle and high school settings. Only one article focused on elementary students, but I included it because it contained valuable assessment strategies that can be adapted to older students. The most striking difference between the articles was the instrument that was used for instruction. Two articles highlighted the use of photography, one used a number of interesting online resources for teaching biology, another promoted graphic novels, images were key to many, and the remainder mentioned a variety of multimedia tools. Strengths These articles are extremely useful in my research because they provide not only a multifaceted vision of what VL can be in a student’s life, but ideas and strategies are presented for accomplishing that goal. Each author had a slightly different perspective on how to improve a student’s critical thinking skills or how to help him really see an image more deeply and connect with it emotionally. Palmquist (#12), Abrahmov (#10) and De Abreu (#15) all utilized photography to help their students understand VL. These articles will be good examples of a technology that can be integrated into a lesson and offers a wealth of opportunities for instruction. Three other articles (# 5, 7 & 9) offer practical tips when studying or creating images that will especially support the photography lessons. Weaknesses This collection of articles does not contain enough research about technologies that were effective in using the VL skills that are being taught. Unfortunately, I did not choose the technology aspect to focus my research on until too late to include more articles. I do however have some other articles that offer strategies and examples of technology integrations that I am going to reference. I do wish I had located more data regarding any analysis strategies that were used to quantify either how VL improved student understanding and presentations or how a technology enhanced VL skills. There were some articles that addressed the subject, but without any quantitative data. This may just be the ‘nature of the beast’; many of the acquired VL skills are not able to be evaluated objectively. I have a number of other articles that address different technologies that will be used in the final project. Take Away These articles have been invaluable in giving me a better understanding of the various uses and applications of visual literacy as well as a deeper appreciation for its significance. It is a broad subject, but provides multi-dimensional lessons in helping students develop skills for school and life. The knowledge I have gained from the research has made me an even stronger proponent of visual literacy. I have already learned so much about VL that will help me as a media specialist working with teachers and students to improve comprehension and reflection skills. I want to develop a number of lessons, activities and multimedia products for our students to learn about VL. I was struck again regarding the time it takes to do thorough research and how involved it is to pull out the information that you need for a paper. It is much like Huff mentioned – at some point you have to quit reading and get to writing! I am at that difficult juncture, although I feel like I could just read for a few more months and would still be just scratching the surface of the subject. It is good we have an assignment calendar!
MEDT 8484 – Pat Auger
Author,
Author's
background
Statement
or Research
Problem
Methods
Data &
Data
Sources
Collection
Strategy
and/or
Instrument
Analysis
Approach
(APA 6th
edition)
Riesland, Erin
Graphic Designer, M.Ed Student
Grounded Theory
Author developed theories from research data and promotes constructivism.
Search for relationships from data.
reflection.
Burns, M.
Sr. Tech. Specialist
Case Study/personal experience.
Overview of Burn’s methods of teaching VL to teachers.
Discussions.
Zambo, Debby
Asst.Prof., Educ.
Ariz. State Univ.
Case studies,
Phenomenology
Zambo relates strategies for teaching adol. VL and how to view images critically.
Discussions,
Reflection
Assessment tool.
Research from existing data.
Students to read images critically.
Millum, Trevor
UK Teacher, Speaker, Writer, Poet
Case studies,
Personal experiences.
Millum presents info about VL, and examples of how to achieve incorporating VL into lessons.
Existing research
Classroom experience
Analyses from examples and relationships from data.
Reflection from existing data and images.
Classroom strategies and lessons.
Sosa, Teri
IT Instructor, St. Joseph’s Univ.
Action research,
Personal experience from her own lesson designs.
Grounded Theory
Interviews
Classroom experience & lessons
Formed lesson principles from student experiences & research.
Student feedback & evaluation of their products.
Cigarette Ad Deconstruction
Activist art.
Chung, Sheng K.
Asst. Prof. of Art Ed.
Univ. of Houston
Action plan.
Case study generated with data from classes and research.
Profiles from stuents.
Analysis of data.
Observations and interviews.
Student feedback & interviews.
Student products in workshop.
Long, Trisha W.
Teacher
Cleveland State
Univ.
Grounded theory;
Research from lessons
Long developed named the ‘full circle process’: looking critically and responding emotionally to images.
Interviews and student responses;
Student responses and products in classroom lessons;
Gillenwater, C.
Ph.D. student, Educ.
UNC, Chapel Hill
Grounded Theory
No student observations noted;
Reflections re data.
Callow, J.
Teacher, Educ. & Social Work
Univ. of Sydney
Australia
Grounded Theory that students (elementary) can learn the language of VL and can use it to discuss what they see and have learned.
Information from research;
Results of using the “Show Me” teaching framework.
Searched for connection between data;
Interviews with students to gauge their comprehension of the system.
Observations and reflection;
Student responses and products when questioned;
Assessment tools created
Abrahmov, Shlomo Lee
Teacher
School of Design
Holen Institute
Israel
Case study of new instructional model;
Grounded Theory based on efficiency of dual classes and quality of student’s work
Peer evaluations;
Student reflections;
Student interviews.
Development of a process of using enhanced visual skills with screen-based mediums.
Jefferies, Emma
Doctoral Student
Univ. of Northumbria, UK
Explorative approach to provide narrative account and grounded theory.
Interviews,
Open-ended questions
Narrative profiles formed from student interactions
Teaching & Assessment
Using a photography course to understand VL
Palmquist, Nancy
HS Media Specialist
Crestwood, KY
Grounded theory developed from her experience developing a photography course.
Interaction with students & interviews
Flannery, M. C.
Prof., Biology
St. John’s Univ.
Personal classroom experiences;
Data collected
Classroom interactions
Observation and reflection
I See, I Do: Persuasive Messages and Visual Literacy
.
Farmer, L. S.
Professor, Cal State Univ.
Former Librarian
Narratives
Studied case studies to develop VL theories
Observation & reflection
De Abreu, B.
Asst. Prof, PhD student
Drexel Univ.
Personal exp.
Critique
A. Similarities
The focus of each of these articles is how to best implement the integration of VL into curriculum in order to improve student achievement and their personal lives. Although their definition and focus varied somewhat, the authors were primarily concerned with improving the minds and lives of students through teaching them how to view and produce images. My first and second articles were the only ones that dealt with the theory of VL and why it was so important to use it with our students. Although the definition of VL differs somewhat in its application, the basic definitions are very similar in each article. As I began to narrow my focus for the project, I chose ones that were more useful in nature. Eight of the 15 articles (# 3, 4, 6, 7, 8, 9, 11, 12 and 15) addressed the practical aspect of incorporating VL into a lesson. The authors present their view of the importance of VL by way of the introduction, but then move on to share how they were able create a lesson for doing so. These articles are especially valuable because they come from teachers that are successfully using the methods they are promoting in a classroom setting and are providing important data regarding their implementation. A number of assessment strategies and tools were included also. When my problem statement focused on technology integration as the tool for implementing VL into the curriculum, I searched for articles that included that feature. Two of the ones in the chart (#12, 13) specifically wrote about the use of a technology, but it was alluded to in many of the other articles. All of the articles used qualitative research, with none presenting any mixed or quantitative data.
B. Differences
There were very little differences in this group of articles. The ones I chose to support my research were geared toward the broad goal of VL instruction and integration in middle and high school settings. Only one article focused on elementary students, but I included it because it contained valuable assessment strategies that can be adapted to older students. The most striking difference between the articles was the instrument that was used for instruction. Two articles highlighted the use of photography, one used a number of interesting online resources for teaching biology, another promoted graphic novels, images were key to many, and the remainder mentioned a variety of multimedia tools.
Strengths
These articles are extremely useful in my research because they provide not only a multifaceted vision of what VL can be in a student’s life, but ideas and strategies are presented for accomplishing that goal. Each author had a slightly different perspective on how to improve a student’s critical thinking skills or how to help him really see an image more deeply and connect with it emotionally.
Palmquist (#12), Abrahmov (#10) and De Abreu (#15) all utilized photography to help their students understand VL. These articles will be good examples of a technology that can be integrated into a lesson and offers a wealth of opportunities for instruction. Three other articles (# 5, 7 & 9) offer practical tips when studying or creating images that will especially support the photography lessons.
Weaknesses
This collection of articles does not contain enough research about technologies that were effective in using the VL skills that are being taught. Unfortunately, I did not choose the technology aspect to focus my research on until too late to include more articles. I do however have some other articles that offer strategies and examples of technology integrations that I am going to reference. I do wish I had located more data regarding any analysis strategies that were used to quantify either how VL improved student understanding and presentations or how a technology enhanced VL skills. There were some articles that addressed the subject, but without any quantitative data. This may just be the ‘nature of the beast’; many of the acquired VL skills are not able to be evaluated objectively. I have a number of other articles that address different technologies that will be used in the final project.
Take Away
These articles have been invaluable in giving me a better understanding of the various uses and applications of visual literacy as well as a deeper appreciation for its significance. It is a broad subject, but provides multi-dimensional lessons in helping students develop skills for school and life. The knowledge I have gained from the research has made me an even stronger proponent of visual literacy. I have already learned so much about VL that will help me as a media specialist working with teachers and students to improve comprehension and reflection skills. I want to develop a number of lessons, activities and multimedia products for our students to learn about VL.
I was struck again regarding the time it takes to do thorough research and how involved it is to pull out the information that you need for a paper. It is much like Huff mentioned – at some point you have to quit reading and get to writing! I am at that difficult juncture, although I feel like I could just read for a few more months and would still be just scratching the surface of the subject. It is good we have an assignment calendar!